Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

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1 Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example of evidence of student learning in relation to the achievement standard. Three portfolios are available for each achievement standard, illustrating satisfactory, above satisfactory and below satisfactory student achievement. The set of portfolios assists teachers to make on-balance judgements about the quality of their students achievement. Each portfolio comprises a collection of students work drawn from a range of assessment tasks. There is no predetermined number of student work samples in a portfolio, nor are they sequenced in any particular order. Each work sample in the portfolio may vary in terms of how much student time was involved in undertaking the task or the degree of support provided by the teacher. The portfolios comprise authentic samples of student work and may contain errors such as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the student. The portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts. The portfolios will be reviewed over time. ACARA acknowledges the contribution of Australian teachers in the development of these work sample portfolios. THIS PORTFOLIO: YEAR 6 ENGLISH This portfolio provides the following student work samples: Sample 1 Persuasive text: Too much money is spent on toys and games Sample 2 Diary entry: Year 6 students 2062 Sample 3 Persuasive poster: Human rights Sample 4 Metaphor poem: My family shoe Sample 5 Structured interview: Just a Dog Sample 6 Biography: Ned Kelly Sample 7 Group discussion: Comparing texts This portfolio of student work includes responses to a variety of texts and a range of texts created for informative, persuasive and imaginative purposes. The student uses information from a variety of sources to create texts (WS1, WS2, WS3, WS5, WS6, WS7) and retrieves literal and implied information from texts, selecting textual evidence to validate personal responses (WS1, WS3, WS5, WS6, WS7). The student draws on knowledge of grammar and punctuation to read and create sustained texts (WS1, WS2, WS3, WS4, WS5, WS6). The student participates in class discussions, clarifying and interpreting ideas (WS7). The student delivers presentations, choosing appropriate content and vocabulary reflecting the formality of the situation, while using strategies of humour and emphasis to engage the audience (WS5). COPYRIGHT Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others. Apart from any uses permitted under the Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA. For further information, refer to ( Edition Page 1 of 20

2 Work sample 1 Persuasive text: Too much money is spent on toys and games Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task Students studied the structure and language features of persuasive text and discussed the topic: Too much money is spent on toys and games. Students were asked to write a persuasive text, by taking a position for or against the topic. They had two sessions to write a draft of their text, which was responded to by the teacher. Final copies were typed Edition Page 2 of 20

3 Work sample 1 Persuasive text: Too much money is spent on toys and games Writes a persuasive text with features of the appropriate structure including statement of position, elaborations in paragraphs and restatement of position as a conclusion. Uses negative evaluative language to strengthen argument, for example, complaining, not important, anti-social, create a problem. Makes effective use of noun groups to build an evaluative tone in the text, for example, the poor parents. Presents clear arguments with some evidence to support the position taken. Uses simple, compound and complex sentences for effect, for example, No one wants that and to explain ideas and elaborate on arguments. Uses accurate spelling and punctuation throughout text. Uses mostly everyday vocabulary including some familiar terms appropriate to the audience, for example, kids. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 3 of 20

4 Work sample 2 Diary entry: Year 6 students 2062 Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task Students read and analysed diary entries for structure and language features. They were asked to plan, write and edit a diary entry for year 6 students in 2062 and to engage the reader s senses. They were asked to analyse their use of editing and proofreading skills Edition Page 4 of 20

5 Work sample 2 Diary entry: Year 6 students 2062 Creates a detailed plan to guide writing. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 5 of 20

6 Work sample 2 Diary entry: Year 6 students 2062 Recounts and sequences events, organising points into paragraphs. Uses subjective language to share own experiences and feelings. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 6 of 20

7 Work sample 2 Year 6 English Diary entry: Year 6 students 2062 Uses mostly everyday vocabulary with some specific terms to describe specific events at a hockey match. Uses mainly simple and compound sentences with some use of complex sentences to elaborate and explain ideas. Uses accurate spelling and punctuation. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 7 of 20

8 Work sample 2 Diary entry: Year 6 students 2062 Assesses own use of editing and proofreading skills. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 8 of 20

9 Work sample 3 Persuasive poster: Human rights Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task Students were asked to select an article in the Universal Declaration of Human Rights. The students were required to interpret the article and put it in their own words. The students were then asked to design a persuasive poster to illustrate their interpretation. Students then completed a reflection on the techniques they used in their work Edition Page 9 of 20

10 Work sample 3 Persuasive poster: Human rights References and interprets Article 19 in the Universal Declaration of Human Rights. Writes a series of ideas as an extended statement. Uses upper case letters for emphasis. Conveys a clear point of view through an image. Chooses subjective language to persuade, for example, Nobody should forbid you. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 10 of 20

11 Work sample 3 Persuasive poster: Human rights Justifies selection of word choice, for example, so even young children can understand. Explains how the illustration contributes to the meaning of the poster. Explains the use of techniques and devices, for example, Layout picture is big to attract attention. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 11 of 20

12 Work sample 4 Metaphor poem: My family shoe Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task The students identified and discussed how metaphors were used in a variety of poems. In groups they discussed what metaphors could be used to describe a family and why. This was shared with the class. The students then wrote a poem about their family Edition Page 12 of 20

13 Work sample 4 Metaphor poem: My family shoe Demonstrates understanding of purpose of the task. Uses figurative language to make comparisons between a shoe and family. Expresses personal opinion about family through selection of vocabulary. Chooses vocabulary to express feeling and opinion. Spells multisyllabic words correctly, for example protecting, complaining, beautiful. Uses punctuation correctly, including commas. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( copyright) Edition Page 13 of 20

14 Work sample 5 Structured interview: Just a Dog Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task Students read and discussed the text Just a Dog by Michael Gerard Bauer. They were asked to rewrite an event from the text from the point of view of the dog character, Mr Mosely. They prepared answers to a series of questions about the purpose and features of their rewritten text, which they answered in a structured interview Edition Page 14 of 20

15 Work sample 5 Structured interview: Just a Dog Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( edu.au/home/copyright) Edition Page 15 of 20

16 Work sample 6 Biography: Ned Kelly Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task The students created a biography of Ned Kelly as written text supported by a digital text. The students: researched Ned Kelly planned, drafted, edited and prepared a final copy of both a written and a digital text produced six illustrations to accompany the digital text recorded audio files of the written text using audio editing and recording software Edition Page 16 of 20

17 Work sample 6 Biography: Ned Kelly Chooses appropriate images to support a written text about Ned Kelly. Chooses vocabulary to express feeling and opinion, for example a mysterious person, an innocent Chinese pig farmer. Spells a range of words accurately and uses base words, prefixes, suffixes and spelling patterns to attempt new words, for example dismissed, mischievous. Uses historically appropriate words to develop characters and settings, for example bushranger, troopers. Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 17 of 20

18 Work sample 6 Biography: Ned Kelly Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( Edition Page 18 of 20

19 Work sample 7 Group discussion: Comparing texts Year 6 English achievement standard The parts of the achievement standard targeted in the assessment task are highlighted. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. Summary of task In previous lessons, students read a range of short stories from different cultures, including: The Silly Monkeys and Other Fables, adapted by John Snelling Why Koala got a Stumpy Tail an Aboriginal Dreaming story The Fisherman and the Genie a traditional Arabian tale Morning Star an Aboriginal Dreaming story Duck with Gold Feathers an Indonesian folk tale All texts had a similar text structure narratives with an allegory. Each student created a mini book identifying key points including country of origin, characters, setting, literal meanings and implied meanings. In this task, students were asked to work in small groups to discuss connections between the stories and present this as a mind map Edition Page 19 of 20

20 Work sample 7 Group discussion: Comparing texts Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( edu.au/home/copyright) Edition Page 20 of 20

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

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